What is a support plan and why is it useful?

An academic support plan is, in essence, a learning contract that is developed and
agreed upon by the learner and teacher (preceptor). A support plan defines the expectations
of the program, delineates where the individual learner is having difficulty meeting
these expectations, and customises an approach to remediate the gaps between the
two over a specific period of time. The Academic Support Process website will guide
you in the development of a support plan. You can see examples here: Example 1,
Example 2, Example
3

Clarify desired outcomes

Once you have identified all the issues for this learner, set learning objectives for each one, and identified the learning strategies to be used, the next step is to clarify the desired outcomes.

Instructions

Under Desired Outcome, state the expected outcome clearly. Indicate how this outcome will be measured.
Define the performance level for a pass and the frequency this performance level must be achieved.
If you have done a good job writing the learning objectives, this step should be straightforward as you already have all this information.

Indicate whether the desired outcome is fully, partially, or not achieved by entering an X in the appropriate box
in the Outcome Achieved column.

Finalise the support plan

Once you have identified all the issues for this learner, set learning objectives
for each one, and identified the learning strategies to be used, you have almost
completed the support plan.

Instructions

Under
Support Team,
indicate the members of the support team for this resident. Then, enter dates for
the mid-point and final evaluations. The mid-point evaluation should be scheduled
for the middle of the rotation in which the support plan is being implemented and
the final evaluation should be scheduled at the end of the rotation.

Once complete, share with the resident and provide him or her with the opportunity
to add comments. Then, ensure both of you sign and date the support plan to indicate
your commitment to the process.

How long does a support plan last?

There is no set length for a support plan. However, we suggest that the support
plan lasts the length of the rotation. At the end of the rotation, the learner’s
progress is evaluated. If the learner is progressing well the current support plan
is signed off and the learner is monitored at 3, 6, and 12 month intervals to ensure
progress is ongoing. If the learner has not achieved the learning objectives, another
support plan is initiated. Some learners may need multiple plans,
formal remediation,
or
probation.

Formal remediation is a structured program aimed at helping a resident to correct
identified weaknesses. If unable to satisfactorily complete this remediation period,
the resident may be placed on probation.

Probation is a period of training during which the resident is expected to correct
identified weaknesses and/or deficiencies. If unable to satisfactorily complete
the probation period, the resident may be dismissed from the program.

Document what led the learner to be identified as needing additional support and
highlight his or her strengths

The first step when developing a support plan is to document what led the learner
to be identified as needing additional support. This will help you identify the
members of the support team and also help identify the issues. The
questions
introduced in Phase I may be helpful again here.

Instructions

Enter the information regarding what led the learner to be identified as needing
additional support in the Reason for Support Plan section of the support plan template.

The support plan is designed to foster a positive learning experience for the resident
in need. All residents have strengths and weaknesses. It is important not to overlook
the resident’s strengths when working to remediate learning gaps.

Instructions

Document the specific strengths of the learner on which he or she can build in the
Strengths
section of the support plan template

Questions

What concerns have been voiced about this learner?

Who voiced these concerns?

Did this individual directly observe these concerns?

Did the context in which the learner was observed have any impact on the concerns?

Are these concerns important? (e.g., is the issue related to the choice between
antibiotics that are similar [not important] or recognizing a patient is seriously
ill [important])

Are the concerns directly related to the individual learner’s personal situation?
(e.g., their physical health, mental health, current personal stressors or distractors)

Are the concerns related to the system (institution)? (e.g., poor call schedule,
lack of orientation, too many competing demands)

What competencies in the CanMEDS roles are the concerns related to?

How have these concerns been conveyed to the learner? What was the learner’s response
to this?

Identify the issues

The second step in the development of a support plan is to document the specific
areas of concern requiring support. Clear definition of the issue allows both the
preceptor and the learner to understand the work that needs to be done. There are
eight main areas where learners might be experiencing problems (medical expert,
communicator, collaborator, manager, health advocate, scholar, professional, person).
Familiarise yourself with all the competencies within each of these areas (see the
Issue Identification
section at the top of this page). What you initially might think is a problem in
the professionalism role, for example, might actually be an issue with communication.

Instructions

Identify the first issue identified for the learner. In the first cell of the table
in the template (under Issue Identified), indicate which of the eight roles (above)
this issue corresponds to. Then, describe the issue specifically (see example). The issue
should focus on a single competency—not be too broad. For examples, see the
Issue Identification section at the top of your screen. If you are completing
the Support Plan template electronically, you can
copy and paste
from the Issue Identification
section.

You can add additional issues at this time or complete the next steps for this issue
before adding the next one.

Copy and Paste

To copy text, highlight the text and either (1) press Ctrl + C or (2) right click
on the highlighted text and select copy. To paste the text, place your cursor where
you want to insert the text and either (1) press Ctrl + V or (2) right click and
select paste

Set learning objectives

Once you have identified issues requiring support, you need to work with the learner
to improve his or her abilities in that area. The first step in this process requires
setting learning objectives. By setting learning objectives you make the teaching-learning
process more efficient and effective.

For each issue that you identified for the learner, write one learning objective
that describes what the learner will achieve by the end of the Academic Support
Process in the
next column
of the Support Plan template.

What are learning objectives?

Learning objectives are specific and measureable statements that describe what the
learner is expected to achieve as a result of engaging in a specific learning activity.
Learning objectives are different from goals. Goals are broader and describe a more
global learning outcome. A single goal may have specific learning outcomes associated
with it.

Why do you need to write learning objectives?

Learning objectives serve as a "road map". By knowing where you want the learner
to end up, you increase the chances of the learner getting there as your teaching
can become more focused and organised. By having learning objectives, the learner
will also be able to focus and set priorities in their learning efforts.

Writing learning objectives for your learner will help you identify which learning
strategies to use.

How do you write learning objectives?

A learning objective has three parts:

Behaviour: What will the learner be able to do after the learning activity?

Criterion: At what level must the learner be able to perform?

Condition: Under what conditions/in what environment will the learner be
expected to perform?

Focus on the learner’s performance and what you want the learner to achieve. There
should only be one learning outcome in each objective.

Bloom’s taxonomy of educational objectives distinguishes between three main categories
of objectives (see Resources):

cognitive (knowing)

psychomotor (doing)

affective (feeling)

Begin each learning objective with a verb that specifies the desired outcome.

Choosing a verb for the learning objective is critical; it must be specific and
measurable in nature (see examples of good learning objective verbs in the link
above on this page).

Kathy Waller's "Writing Instructional Objectives" is a valuable resource for
choosing appropriate verbs as they are listed based on the domain in which the objective
is being written.

It is important to appreciate that some verbs cannot be measured or are redundant.
You can see a list of some of the more common verbs to be avoided when writing objectives
here.

Resources

Choose learning strategies

Once you have set the learning objective, you need to develop a plan of how you
are going to get there. There are a number of learning strategies you can use in
order to help the learner improve his or her skills and meet the learning objectives.
This grid will help you select
appropriate learning strategies to address the issue that you identified for the
learner. You can also access a complete list of
learning strategies from the link at the top of the page.

Instructions

For each issue that you identified for the learner, indicate which learning strategies
you will use to help the learner achieve the objective. Information on different
learning strategies can be accessed from the Learning Strategies section at the
top of your screen or add your own. For learning strategy you select, you need to
identify your implementation strategy. For example, how frequently will you use
each strategy? Who will be responsible for implementing each strategy? Enter this
information in the learning strategies column of the support plan template.

If you identify that a learner requires additional support and decide to develop
a support plan with him or her, it is important to engage the learner in the process
right from the start. Discuss your concerns with the learner and get his or her
perspective on the issues.

Develop a support plan with the learner

Create a support plan for the learner using the Academic Support Process support
plan template. You can access the template by clicking on the button on this page
or by downloading it from the dropdown template menu at the top of the page. Guidelines
for developing a support plan can be found lower down on this page.

Identify and mobilise a support team

Once you have created a draft support plan with the learner it is time to share
it with the support team. In general, the support team will always include:

As you develop the support plan you will start to identify the members of the support
team who will be responsible for implementing each of the learning strategies.

Once you you have completed the first draft of a support plan for a resident, share
it with the support team and invite their feedback. They might have perspectives
about the learner that you do not. Incorporate their comments as appropriate. Once
you have finalised the support plan review it with the learner.

Review the support plan with the learner

The final version of the support plan should be reviewed with the learner. Both
you and the learner should sign the support plan to indicate agreement. You are
now ready to move onto Phase III of the Academic Support Process.